Developmental Changes in the Relation between Youth Disclosure and Parenting Behavior: A Cohort-sequential Analysis

Abstract

To address a gap in the literature regarding the development of youth disclosure across the transition to adolescence, the current research uses a cohort-sequential approach to study youth disclosure from middle childhood through adolescence. Longitudinal data from three cohorts of parents were utilized (N = 1359; children at T1 were in grades 2 [M = 8.00 years, SD = 0.57 years, 45% female], 4 [M = 10.12 years, SD = 0.60 years, 45% female], and 9 [M = 15.19 years, SD = 0.57 years, 48% female]). Parents were assessed annually over a 3-year time period. The focal analyses explored contemporaneous associations between characteristics of the parent-youth relationship (specifically, parental rejection and parental consistent discipline) and youth disclosure after accounting for person-specific trajectories of disclosure. Associations of gender, age, and socioeconomic status with disclosure were also assessed. Regarding trajectories of youth disclosure, results indicate that youth disclose less information to their parents about their daily lives as they get older; this trend was consistent across gender and socioeconomic status. In terms of associations with youth disclosure, when parents provided more consistent discipline or engaged in less rejection of their child, youth disclosure increased, even after accounting for their own trajectory of disclosure across time. In addition, the association of consistent discipline with youth disclosure became stronger with increased youth age. Results are discussed in terms of implications for understanding youth autonomy development, and the dyadic and developmental impact of parenting behaviors over time.

Appendix A

Parental Rejection Items (Eron et al., 1971)

Has this child shown enough responsibility in doing routine chores around the house?

Have you been bothered that this child does not follow directions when they run an errand?

Have you been satisfied with how this child takes care of their things?

When this child has money to buy something for themselves, have you been displeased with what they have bought?

Have you thought that this child wastes too much time?

Have you become annoyed because this child is not ready on time or is not where they are supposed to be?

Has this child been too forgetful?

Have you been satisfied with this child’s manners?

Have you thought that this child reads as well as can be expected for a child that age?

Has the quality of this child’s schoolwork been as good as it should be?

* Parents answered affirmatively (1) or said no (0) to each question.

Consistent Discipline Items (Capaldi & Patterson, 1989)

If you ask your child to do something and they do not do it, how often do you give up trying to get them to do it?

If you warn your child that they will be punished if they do not stop doing something, how often do you actually punish them if they do not stop?

How often does your child get away with things that you feel they should have been punished for?

How often do you feel that it is more trouble than it is worth to punish your child?

How often is your child successful in getting around the rules you have set for them?

How often are you discouraged with the results of your discipline efforts?

How often do you feel that you cannot pay as much attention as you would like to discipline your child?

When you give your child a command to do something, how often do you make sure they do it?

How much of the time do you feel you are able to change or correct your child’s behavior?

* Item responses ranged from 0 (never or almost never) through 4 (always or almost always).